The Role of Perception of School Leadership in Emotional Burnout and Commitment to School among Russian Teachers

Lubov N. Dukhanina
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Abstract

Introduction. The problem of professional burnout of teaching staff is especially relevant. Despite the numerous publications on this topic, there are practically no studies on the perception of leadership in the school environment and its impact on the emotional burnout of Russian teachers. The purpose of the research paper is to determine the relationship between the perception of school leadership and emotional burnout with the level of organizational commitment of teachers, as well as the relationship of emotional burnout and the perception of school leadership with the intentions of Russian teachers to change their profession. Materials and Methods. The following methods were used for the analysis: a questionnaire for assessing professional burnout (C. Maslach), a scale of subjective well-being of a teacher (T. Renshaw), a questionnaire on the perception of school leadership in schools and the city’s education department (K. Crosby), the confidence level questionnaire (L. G. Pochebut), the scale of organizational commitment (R. Collie). 426 teachers from the regions of Russia took part in the survey. The SPSS 19.0 software was used for data processing. Results. The analysis of foreign publications allowed us to summarize that emotional burnout is negatively associated with teachers’ support of learners, with parental relationships, and it is also associated with low learners’ performance in many subjects and insufficient level of skills to be gained in learning. In addition, emotional burnout correlates with learners’ aggressiveness, hyperactivity and attention problems, but is not associated with emotional distress (anxiety, depression and emotional control), and also negatively correlates with a positive outlook (optimism and subjective perception of happiness). The majority of respondents do not regret their chosen profession and remain faithful to it, considering themselves competent, and their teaching methods effective and successful. Emotional burnout is expected to be higher among those teachers who consider their professional choice to be erroneous. In addition, emotional burnout is negatively associated with the organizational commitment of teachers. Comparative analysis has shown that Moscow teachers have a more developed reduction of personal achievements, and teachers from other regions have a more obvious depersonalization. The degree of hostility and the level of trust were expected to be interrelated with professional burnout among teachers. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher's work and his professional training in terms of understanding the phenomena of perception of the status of a leader and emotional burnout among teachers. The materials of the article will be useful to teachers and the pedagogical community involved in the teacher training system.
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学校领导知觉在俄语教师情绪倦怠和学校承诺中的作用
介绍。教师的职业倦怠问题尤为重要。尽管关于这一主题的出版物众多,但几乎没有关于学校环境中领导感知及其对俄罗斯教师情绪倦怠影响的研究。本研究的目的是确定学校领导感知和情绪倦怠与教师组织承诺水平之间的关系,以及情绪倦怠和学校领导感知与俄罗斯教师转行意向之间的关系。材料与方法。本研究采用以下方法进行分析:职业倦怠量表(C. Maslach)、教师主观幸福感量表(T. Renshaw)、学校和市教育部门对学校领导感知问卷(K. Crosby)、信心水平问卷(L. G. Pochebut)、组织承诺量表(R. Collie)。来自俄罗斯各地区的426名教师参与了这项调查。采用SPSS 19.0软件进行数据处理。通过对国外出版物的分析,我们可以总结出,情绪倦怠与教师对学习者的支持、父母关系呈负相关,也与学习者在许多学科上的低表现和学习中获得的技能水平不足有关。此外,情绪倦怠与学习者的攻击性、多动性和注意力问题相关,但与情绪困扰(焦虑、抑郁和情绪控制)无关,与积极的人生观(乐观和主观幸福感)负相关。大多数受访者并不后悔自己选择的职业,并保持忠诚,认为自己有能力,他们的教学方法有效和成功。在那些认为自己的专业选择是错误的教师中,他们的情绪倦怠预期会更高。此外,情绪倦怠与教师组织承诺呈负相关。对比分析表明,莫斯科教师的个人成就降低更为发达,其他地区教师的去人格化更为明显。敌意程度和信任程度与教师职业倦怠有显著相关。讨论与结论。本研究结果有助于教育心理学、教师工作心理学和教师专业训练心理学对教师领导地位感知和情绪倦怠现象的理解。本文的材料将对参与教师培训系统的教师和教育界有用。
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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